BTEC+Visual+Arts+08-09

__**BTEC Visual Arts**__
Lecturer Veselinka Beba Mclarnon ==
 * Students 2008/009**
 * 1) //**Remi Zelyn Cole**//
 * 2) //**[|Chirag Coushikgar]**//
 * 3) //**Nabila El-Farissi**//
 * 4) //**Hamda Dahir Hawdule**//
 * 5) //**Nadia Hayat**//
 * 6) //**Mohammed Jaber**//
 * 7) //**Christopher Joyce**//
 * 8) //**Shima Karimpour**//
 * 9) //**Craig Sadler**//
 * 10) //**Gentiana Restelica**//
 * 11) //**Nailah Smith**//
 * 12) //**Lucille Valero Flint**//
 * 13) //**Roghaieh Zahmatioskoei**//
 * 14) //**Azam Zarei**//
 * 15) //**Gwendoline Michniewicz**// || [[image:100_4853.jpg]] ||
 * [[image:100_4725.jpg]] || [[image:100_4727.jpg]] ||

Assignment — a task, which a learner carries out to produce evidence, which can be assessed against the unit assessment criteria. Assignments will usually be set by tutors, but may be developed by learners in consultation with their tutor, though this is more common at advanced level. Audience (media) — refers to the individuals or groups towards whom the mass communications are addressed. Client — an umbrella term referring to individuals and groups who commission, employ, order, buy, receive, use or view art, craft, design or media products and/or services. Exploration — thorough practical investigation and analysis, which leads to the gaining of knowledge, skills and understanding. Exploration may arise from the needs of a given situation (eg it needs to be blue and shiny — what material should I use?) but may also be stimulated by curiosity, extending personal vocabulary or style, and may result in unexpected, unusual or innovative outcomes. Formal elements — accepted terms used to describe the technical structure, composition and form of art craft and design outcomes. ‘Formal elements’ is an umbrella term, which may be subdivided into: • the basic elements — line, tone, colour, form/shape, pattern and texture • the elements of visual dynamics — balance, movement, mass, weight, rhythm, structure, proportion, scale. Formal elements are sometimes referred to as ‘visual elements’. Formal elements do not include characteristics such as flair, quality, impact, expressiveness, etc. Mark-making — the application of any medium using traditional and/or improvised techniques to make marks on any surface. Mark-making may be used as a means of expressing ideas and feelings and interpreting observations and information. Material — matter out of which an outcome is formed or constructed. Materials may be used separately or together. Work involving more than one material is said to use ‘mixed materials’ or ‘combined materials’. Medium/media (art and design) — matter, which is used for making marks. Media may include the creative or conventional use of tools as well as the simple matter (eg pen and ink or paper). Media may be used separately or in combination. Work involving more than one medium is referred to as using ‘mixed media’ or ‘multimedia’. (However, ‘multimedia’ is also used to describe computer-based activity that integrates text, visuals and sound). Media — refers to technical media, particularly the mass media. It can refer to the means of communication (eg, in print or broadcast), but often it refers to technical forms by which these are actualised (eg, radio, television, newspapers, books, films, websites, and sound recordings). Processes — work sequences, employing a number of techniques and a range of tools/equipment, allied to an understanding of the working characteristics of media/materials, and designed to produce quality outcomes.
 * [[image:100_4726.jpg]] || [[image:100_4814.jpg]] ||
 * [[image:100_4816.jpg]] || [[image:100_4816.jpg]] ||
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 * [[image:100_4729.jpg]] ||  ||
 * Glossary of terms

Project — a prescribed practical art, craft or design activity that may require the learner to meet learning and/or assessment criteria through producing work in a variety of forms. Research — the act of collecting and collating information with a view to gaining an understanding of a particular set of circumstances or facts. In art, craft and design, research activity leads to the development of work, which is based upon informed judgement. Records of research will show the information collected and organised, the thoughts and ideas gained and the creative application of these in the work. Primary sources — examples of primary sources within an art, design and media context include; own drawings, photographs and video recordings from real artefacts, objects or events, observations and comments on others’ work from visiting galleries, museums and collections, and conducting interviews with people. Secondary sources — examples of secondary sources within an art, design and media context include: notes, printouts, photocopies etc of other peoples’ work from sources such as books, postcards, magazines, journals, leaflets and electronic media. Studies, study — the term used to refer to work produced as a result of learning, exploring, practising or trialling. Examples may include: • a study of an object produced by attempting to represent it accurately • studies exploring the application of a technique or process to achieve specific results • studies of the working characteristics of media and materials, etc. Studies will often include written notes or comments by the learner on their findings and learning. Technique — the way materials and media are worked, which will involve a practical method and an ability to handle tools, media and materials. ‘Technique’ is also used to refer to proficiency in a practical or technical skill. Techniques are an important aspect of the ‘critical studio skills’ that need to be gained to demonstrate understanding and achievement in art, craft and design. Technology — the tools and equipment required to work media and materials and carry out associated processes and techniques. Technologies may be grouped by media or materials, or related to processes or techniques. To satisfy the requirements of the unit a learner might work with: • hand tools associated with painting, drawing, printmaking, moulding clay, forming metal/plastics, cutting and joining card/wood • mechanical equipment associated with sewing textiles, drilling rigid materials, clamping and holding materials, within media associated equipment could be video and still cameras, editing suites • reprographic equipment associated with developing photographs, printing on paper, photocopying, printmaking • computer-aided equipment associated with drafting/design (CAD), paint programmes, printing.

Three dimensional, or 3D — work which extends in depth and is intended to be viewed from every aspect (ie side, front, back or top). It is often shortened to 3D. The term can be used to refer to work with a raised surface, also called ‘relief’ or ‘bas relief’ work. Two dimensional, or 2D — work that is created on a surface, usually sheet material such as paper, canvas or board. It is often shortened to 2D. However, whilst 2D work is often flat, it may also be slightly raised, curved or textured. This surface can be referred to as the ‘picture plane’. 2D work is usually intended to be viewed from the ‘front’. Visual language — combines the following — the use of mark-making and objectmaking; an understanding of the potential of technology, tools and equipment; the use of a range of processes and techniques; a vocabulary of visual formal elements; experience in working with a variety of media and materials. Command of visual language will be demonstrated in two key ways in learners’ work: • by the ability to employ visual language in increasingly appropriate, expressive and creative ways to meet the intentions and contexts of their work • by the ability to articulate their thoughts, decisions and intentions about their work and working — using a range of communication skills and appropriate technical vocabulary. ||  ||